Emergent Literacy | reading-lesson-plans

Emergent Literacy Design: Rain Rain Go Away with SH

Rationale: Successful students have to have phoneme awareness and some are phonemes are represented with two letters called digraphs. While students are already aware of the sounds s and h make, this lesson will help students identify the sound s and h make together /sh/. Students will learn to recognize /sh/ in spoken words by a catchy visual (rain pouring outside), practice finding /sh/ in pictures, and apply phoneme awareness with /sh/ in phonetic cue reading by providing words that rhyme.

Materials: smart board or dry erase board (write tongue twister). Word cards: SHAME, SHINE, SHOW, SHIMMER, and SHAVE. Book: Sharon’s Shoes. Assessment worksheet identifying pictures with /sh/ (URL below).

Procedures: 1. Say: Okay class it is important to recognize what our mouth does when we say certain words, today we will start off by learning how the mouth moves when we say /sh/. The letters sh says /sh/ like the sound of rain pouring outside.

2. Now everyone close your eyes and image rain pouring outside, /sh/, /sh/, /sh/. (Do hand gesture: fingers twinkling while hand waving the air down) notice where your top and bottom teeth are? They are almost touching with your lips poked slightly out. When we say /sh/ we are blowing air out from between our top and bottom teeth.

3. Let me show you how to find /sh/ in the word shark. I’m going to stretch shark out in slow motion and listen for the pouring rain. Sh-a-a-rk. Slower: Shhhhh-a-a-rk. There did you hear it? I felt my top and bottom teeth almost touch, while lips slightly poked out and air went through. I could feel the rain pouring in shark.

4. Now everyone try this fun tongue twister and let’s see if everyone can do it: Shannon shakes her special shaker. Everyone together three times. Now say it again, but this time stretch the /sh/ in the words. “Shhannon shhakes her specccial shhaker.” Good job! This time break it off the word: “/sh/annon /sh/akes her special /sh/aker.”

5. Call on students to answer: Do you hear /sh/ in arm or shoulder? Nation or state? Fish or fin? Old or fresh? Comb or hairbrush? Done or finish? Say: Now let’s see if you can spot the mouth move /sh/ in these words. Make your hands rain if you hear /sh/: dog, lush, mash, sing, push, bake, cookie, shout, to.

6. From Reading A-Z read aloud book: Sharon’s Shoes. Booktalk: Have you ever had so many shoes you did not know what to do with? Sharon has so many shoes and doesn't know what to do with them all. One day a sheik arrives and offers to buy her shoes for the poor children to wear. Let’s read and see what Sharon decides to do with her shoes. While reading the story, have students make rain hand gesture whenever they hear the /sh/ sound in the story.

7. Show SHAME and model how to determine if it is shame or game: The sh tells me to make it rain /sh/, so this word is shhh-ame, shame. Let the class try them on their own: SHINE: dime or shine? SHOW: show or bow? SHIMMER: glimmer or shimmer? SHAVE: grave or shave?

8. Assessment: distribute a worksheet where students will circle the pictures that say /sh/. Call on students to give their answers for step #7. Creative activity: have students act out a word that says /sh/ in it.

References:

Shealey, De. Chocolate Choo Choo Chicken. http://www.auburn.edu/academic/education/reading_genie/insights/shealeyel.html

Book: Jenson, Ned and Austin, Elizabeth. Sharon’s Shoes. http://www.readinga-z.com/book.php?id=438

Assignment worksheet: http://www.wordsana.com/sh-sound-worksheets/ (6th worksheet on page: sound worksheet)

Back to handoffs: http://www.auburn.edu/academic/education/reading_genie/Handoffs.html